UNIT 7 Audioscript
CONNECT to the topic page 62 group mixed game playing with real-world learning
Host: Today we’re talking about new media. And
our guest is Lisa Goodwin, a game developer. Ms.
Goodwin is here to talk to us about interactive games.
Let’s start with popularity. How popular is gaming,
compared to other types of media?
Game developer Lisa Goodwin: Very popular.
Worldwide, people spend about $100 billion every year
on gaming. That’s more than twice as much as they
spend on going to the movies.
Host: Wow, that’s incredible. Why is that? Why are
games becoming so popular?
Goodwin: Well, the main reason is they’re fun! But
also, games are becoming easier to play. Nowadays
most games are mobile games, so you can play on your
smartphone. So it’s easy to play anytime or anywhere.
Host: OK. So who plays games the most? Teenagers?
Goodwin: No. Actually, the average gamer in the US is
35 years old. Only 29 percent of gamers are under 18.
Host: Really! I’m surprised. Most gamers are males, I
would guess.
Goodwin: Well, actually, more women are playing
games than before. Almost half of American gamers
are women.
Host: Huh! And how about the social aspect? Do most
people play games alone or with others?
Goodwin: It is becoming more common for people to
play together. About 40 percent of gamers play social
Copyright © 2017 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
games—games played with others online.
Host: Interesting. Well, what are the most popular
games? Most popular types of games?
Goodwin: The top two most popular types of games
are action games and shooting games. People like
to play games that are fast-moving and challenging.
Sports games are also popular. And so are role-
playing games—games where players play the role of
an imaginary character.
Host: I can see how someone could really get into
that|...
FOCUS your attention page 65
Speaker: Now, let’s talk about some research in
educational games. One recent study looked at the
effects of interactive games on young children.
Researchers studied nearly 100 students between the
ages of six and eight. They divided the children into
three groups. One group played an educational video
game. The second group played a video game that
involved movement. The children were active—moved
around—while they played this game. The third
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activities. The study found that the third group—the
students who mixed game playing and real-world
activities—showed the most improvement. They
remembered five times more information than the
other groups. This study shows that teachers should
combine game playing with real classroom activities.
WATCH the lecture page 66
Professor Julian Young: E01 In this class we’ve
already studied a variety of media. And remember,
by “media” we mean different ways that we
communicate—including traditional media such as
newspapers, television, and movies—as well as “new
media,” such as online newspapers and blogs, and
social media. Today we’re going to talk about one
genre of new media: interactive games. This includes
games you play on a game console, computer, or
smartphone. All right then. It’ll come as no surprise
that video games have been one of the fastest growing
types of new media. And as these games have gotten
more popular, we have started to see more research
on the effects of playing these interactive games.
Today, we’ll look at some of this research on these
digital games and talk about some of the effects—
positive and negative—of playing them. E02 So,
what are some of the potential benefits of playing
interactive games? The first benefit is a cognitive
benefit, improvements in how our brains work. One
of these benefits is improved spatial ability. Spatial
ability is the ability to understand the relationship
between objects in space, like when you look at a
map on your phone to find your way in an unfamiliar
city. Or when you see relationships in a geometry
problem. Spatial ability is especially important in
math and engineering. One study of spatial ability
looked at people who play action games—games
like The Legend of Zelda or Batman or Grand Theft Auto.
In these action games, the player moves through a
three-dimensional world. Researchers took a group
of people who had no experience playing these types
of action games, and gave them a test that measured
their spatial ability. Then the participants played
an action game for 50 hours, and took the spatial
ability test again. The study found that players did
much better on the spatial ability test after playing
the game. So this shows that playing action games
can actually improve your spatial ability skills.
E03 Another cognitive benefit of video games is in
motivation. In psychology, motivation is the desire
to work towards a goal, even when you fail along the
way. Motivation is the drive or energy inside us that
makes us try again and again until we reach the goal.
It’s interesting—with engaging games, failure in the
Contemporary Topics 1 Unit 7 Audioscript 1
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 game does not usually lead to feelings of anger or
frustration or the desire to just quit. Instead, players
feel excitement and want to try again and again.
In other words, they feel motivation to continue.
This aspect of interactive games can be utilized in
education. Teachers can employ game psychology
to keep students working on difficult learning tasks.
E04 Now, these are only two of the possible benefits.
But I also want to mention potential problems. There
are two main concerns about the effects of electronic
games. One negative effect is game addiction. Gaming
is an enjoyable pastime for many people. But gaming
becomes an addiction when it starts to interfere
with a person’s relationships. Or when it interferes
with their ability to accomplish other goals—like
getting good grades or being successful at work. There
are several signs that a person may have a game
addiction. One sign is playing video games instead of
spending time with family and friends. The person
becomes so involved in the fantasy world of the video
game that he or she doesn’t want to spend time with
real people. Another sign is the person feels angry, or
anxious, or depressed when they are not able to play.
It’s estimated that about 10 percent of gamers have a
true addiction, so it is a serious problem. E05 Another
area of concern is the effect of fantasy games on the
player. In particular, what is the effect of playing
violent fantasy games? Does playing a violent game
make someone want to hurt another person in real
life? Well, the answer to that is not clear. However,
studies show that playing violent video games
can cause people to be less sensitive to violence
and become more aggressive in their real life. For
example, a study of 13- and 14-year-olds found that
those who played violent games were more likely
to argue with their teachers and to get into fights
with their classmates. But there really isn’t enough
proof—or evidence—to say for sure that video games
directly cause this aggressive behavior. These studies
only show a connection between violent games and
aggressive behavior. In other words, aggressive kids
may choose to play violent games. It’s not clear if
the games make them aggressive, or if they like
the games because they already are aggressive. E06
Well, there’s something for us all to think about—the
potential benefits and drawbacks of the increased use
of interactive games in our society.
HEAR the language page 68
1 It’ll come as no surprise that video games have
been one of the fastest growing types of new
media.
2 Spatial ability is the ability to understand the
relationship between objects in space.
3 The study found that players did much better on
the spatial ability test after playing the game.
4 Instead, players feel excitement and want to try
again and again.
2 Contemporary Topics 1 Unit 7 Audioscript
CONT_TP_LVL1_0648_U07_audioscript.indd 2
5 Teachers can employ game psychology to keep
students working on difficult learning tasks.
6 But gaming becomes an addiction when it starts to
interfere with a person’s relationships.
7 Another sign is the person feels angry, or anxious,
or depressed when they are not able to play.
8 Does playing a violent game make someone want
to hurt another person in real life?
9 These studies only show a connection between
violent games and aggressive behavior.
10 Well, there’s something for us all to think about—
the potential benefits and drawbacks of the
increased use of interactive games in our society.
TALK about the topic page 69
Hugh: So I thought the lecture was really interesting.
I especially liked the main point, that interactive
games aren’t bad for you!
Shelley: Wait. Are you sure? Aren’t bad for you? I don’t
think the lecturer said that, exactly.
Hugh: No? I have it here in my notes—wait … here:
There are some potential benefits of interactive games.
Ben: Yeah. That’s what I heard.
Kenzie: Right, like cognitive benefits, like spatial
ability and motivation.
Hugh: See, I agree with that. When I was younger, I
played a lot. And now, I study engineering. So, maybe
games helped me with my spatial ability!
Shelley: OK. But it isn’t all positive. What about the
potential problems? Like, like kids who play violent
games? And then they get into fights, and argue with
their teachers.
Copyright © 2017 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Kenzie: Yeah, the lecturer did say that. And
personally, I don’t think parents should let their kids
play violent games.
Hugh: Should or shouldn’t?
Kenzie: Shouldn’t. They shouldn’t let them.
Ben: But it’s unfair to blame the games. I mean,
maybe there’s a connection. But it’s not necessarily
cause and effect, remember?
Hugh: Wait, wait. Can you say that again?
Ben: Yeah, sure, so there’s a connection between violent
games and aggressiveness. But violent games don’t
necessarily cause violent behavior.
Shelley: Yeah. The way the professor said it was
maybe some kids are already aggressive, And that’s
why they like aggressive games.
Kenzie: It’s kind of like that expression. What is
it—”Which came first, the chicken or the egg?”
Hugh: Hey, hey. “Chicken or Egg”! That’s a good name
for an interactive game!
Shelley: Chicken. Egg. Let’s get back to the main
points, OK?
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